Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

Critical race theory (CRT) first emerged as a counterlegal scholarship to the positivistand liberal legal discourse of civil rights. This scholarly tradition argues against the slow pace of racial reform in the United States. Critical race theory begins with the notion that racism is normal in American society. It departs from mainstream legal scholarship by sometimes employing storytelling. It critiques liberalism and argues that Whites have been the primary beneficiaries of civil rights legislation.Since schooling in the USA purports to prepare citizens, CRT looks at how citizenship and race might interact. Critical race theory's usefulness in understanding education inequity is in its infancy. It requires a critique of some of the civil rights era's most cherished legal victories and educationalreform movements, such as multiculturalism. The paper concludes with words of caution about the use of CRT in education without a more thorough analysis of the legal literature upon which it is based.

Just what is critical race theory and what's it doing in a nice field like education?

Affirming Diversity: The Sociopolitical Context of Multicultural Education

This article addresses a challenge faced by those who study cultural variation in approaches to learning: how to characterize regularities of individuals’ approaches according to their cultural background. We argue against the common approach of assuming that regularities are static, and that general traits of individuals are attributable categorically to ethnic group membership. We suggest that a cultural-historical approach can be used to help move beyond this assumption by focusing researchers’ and practitioners’ attention on variations in individuals’ and groups’ histories of engagement in cultural practices because the variations reside not as traits of individuals or collections of individuals, but as proclivities of people with certain histories of engagement with specific cultural activities. Thus, individuals’ and groups’ experience in activities—not their traits—becomes the focus. Also, we note that cultural-historical work needs to devote more attention to researching regularities in the variat...

Cultural Ways of Learning: Individual Traits or Repertoires of Practice:

This text offers a discussion of the effort to end underachievement among gifted Black students and to increase the multicultural and multiracial representation of youth in gifted education.

Reversing underachievement among gifted black students : promising practices and programs

Nationally, African American students are underrepresented in gifted education programs, and educators everywhere seek ways to identify more gifted Black students. This article addresses a central question in gifted education: How can we recruit and retain more African American students in our gifted programs? The authors review factors affecting the persistent underrepresentation of Black students in gifted education and offer suggestions for recruiting and retaining these able students. The authors' major premise is that a deficit orientation held by educators hinders access to gifted programs for diverse students. This thinking hinders the ability and willingness of educators to recognize the strengths of African American students. Too often, educators interpret differences as deficits, dysfunctions, and disadvantages; thus, many diverse students gain the “at risk” label. We contend that educators must move beyond a deficit orientation in order to recognize the strengths of African American students. C...

Beyond Deficit Thinking: Providing Access for Gifted African American Students.

A persistent problem in education is the underrepresentation of diverse students in gifted education programs. Many educators attribute the poor participation of diverse students in gifted programs to the ineffectiveness of standardized tests in capturing the ability of these students. Thus, a primary agenda of school selection committees is to find more culturally sensitive measures. This study examined the effectiveness of the Naglieri Nonverbal Ability Test (NNAT) in identifying gifted Black and Hispanic students in comparison to White students. The sample was comprised of 20,270 students in grades K-12 who were similar to the U.S. population on several demographic variables. The distributions of NNAT standard scores were studied separately for White, Black, and Hispanic groups. Results indicate that similar percentages of White (5.6%), Black (5.1%0/), and Hispanic (4.4%) children earned an NNAT standard score of 125 (95th percentile rank). These findings suggest that the NNAT may be useful as part of ...

Addressing Underrepresentation of Gifted Minority Children Using the Naglieri Nonverbal Ability Test (NNAT).

Many studies have been conducted on the achievement gap, with most findings pointing to how school and family variables affect Black students' achievement. Another body of work focuses on how social variables (i.e., peers) impact Black students' achievement, including how accusations of “acting White” affect the performance of Black students and contribute to the achievement gap. The current descriptive and exploratory study extends this work by examining peer pressure among Black students identified as gifted (n = 166). As part of a larger study, gifted Black 5th through 12th graders were surveyed regarding their achievement-related attitudes and behaviors and perceptions of “acting White” and “acting Black.” Many of the gifted Black students demonstrate an attitude-behavior discrepancy, face negative peer pressures, and attribute acting White to school achievement, intelligence, and positive school behaviors and attitudes; most attribute acting Black to negative school achievement, low intelligence, and...

Another Look at the Achievement Gap Learning From the Experiences of Gifted Black Students

Multicultural Gifted Education, by Donna Y. Ford and J. John Harris, III. New York: Teachers College Press, 1999. 250 pp. $50.00, cloth; $23.95, paper. Reviewed by Tyrone C. Howard, The Ohio State University. In this informative and thought-provoking book, authors Ford and Harris provide a critical examination of the nexus between gifted and multicultural education. Their central thesis is that programs for gifted and talented students must become more responsive to the needs of students of color. They strongly assert that such programs must strive to create a multicultural schooling experience that helps to affirm the dignity and humanity of all of the students chosen to participate in them. Most importantly, they contend that all students must have equitable opportunity to participate in gifted and talented educational programs, regardless of their race/ethnicity, social class, or ability level. This book marks a significant contribution to the debate on reforming gifted education for many reasons. Ford and Harris offer a compelling argument that multicultural education plays a cogent role in academic achievement. Recognizing that multicultural education is often described by many of its critics as intellectually weak and as having no tangible positive influence on minority student achievement, they present a range of evidencefrom content, curricular, and instructional examples to assessment strategies-that confirms the intellectual rigor and value of this approach. Their thorough synthesis of multicultural and gifted educational practice is valuable because it discredits the dichotomous notion that teachers must choose between inclusiveness and academic rigor. One of Multicultural Gifted Education's strong points is its authors' acknowledgment of the contested view that many educators also have toward gifted education. To their credit, Ford and Harris note that although the society-at-large purports to value the talents and abilities of gifted students, the resources allocated for the creation and maintenance of high-quality gifted education programs have been minimal at best. They are also clear in their belief that giftedness is in all students and that the manifestations of it are contextually dependent. Their book thus offers multicultural education as a mechanism that may allow students of color to not only display their talents but also gain recognition and support for their special abilities and skills. While highlighting the critical cultural features that students of color bring to the classroom, it also offers recommendations for modifying teaching and assessment to allow greater numbers of students of color to flourish academically. The organization of Multicultural Gifted Education is relatively straightforward. The opening chapter highlights the increasing racial/ethnic and cultural diversity of the nation's student population. It also presents data illustrating the gross underrepresentation of minority students in gifted educational programs nationwide. Chapter 2 details historical and legal perspectives on educating gifted students. Most notable among these considerations is the authors' recounting of the numbers of legislative acts mandating the establishment of programs for gifted students. This chapter also does a nice job of highlighting the parallel legal and legislative courses advocates of gifted and multicultural education have taken in their efforts to ensure appropriate schooling for special populations. This includes a focus on the 1954 Brown v. Board of Education of Topeka, Kansas ruling and the Jacob K. Javits Gifted and Talented Students Act of 1988. As Ford and Harris note, calls for more responsive gifted education programs, frequently neglected by many educators, are consistent with calls for improved education for students of color, thus contributing to the double neglect they argue minority gifted students too often experience. Chapters 3 and 4 provide sound theoretical frameworks for the authors' discussion of scholarly research in multicultural and gifted education. …

Donna Y. Ford

Papers

Reversing underachievement among gifted black students : promising practices and programs

Beyond Deficit Thinking: Providing Access for Gifted African American Students.

Addressing Underrepresentation of Gifted Minority Children Using the Naglieri Nonverbal Ability Test (NNAT).

Another Look at the Achievement Gap Learning From the Experiences of Gifted Black Students

Multicultural Gifted Education